References and Annotated Bibliographies for
Part 1: Overview, Terminology, Theory, and Research
Center for Applied Special Technology (CAST). (2002). www.cast.org.
Grisham-Brown, J., & Kearns, J. (2001). Can performance goals be set for all students?
Creating standards-based individualized education. In H. L. Kleinert & J. F.
Kearns, Alternate assessment: Measuring outcomes and supports for students
with disabilities (pp. 17-28). Baltimore, MD: Paul H. Brookes.
Joseph, L. M., & Seery, M. E. (2004). Where is the phonics?: A review of the literature
on the use of phonetic analysis with students with mental retardation. Remedial
and Special Education, 25, 88-94.
Kleinert, H., & Browder, D. (2005). Implications of the “Assessment Triangle” for
Students with Significant Cognitive Disabilities: The First Vertex – Models of
Student Cognition. Unpublished manuscript.
Kleinert, H. L., & Kearns, J. F. (1999). A validation of the performance indicators and
learner outcomes of Kentucky’s alternate assessment for students with significant
disabilities. The Association for Persons with Severe Handicaps, 24(2), 100-110.
Kliewer, C., & Bilken, D. (2001). “School’s not really a place for reading”: A research
synthesis of the literate lives of students with severe disabilities. The Journal of
The Association for Persons with Severe Handicaps, 26, 1-12.
Pellegrino, J, Chudowsky, N., & Galser, R. (Eds.) (2001). Advances in the sciences of
thinking and learning. Knowing what students know: The science and design of
educational assessment (pp. 59-109). Washington, DC: Committee on the
Foundations of Assessment, National Academy Press.
U. S. Department of Education. (2004). Standards and assessments: Peer review
guidance: Information and examples for meeting requirements of the No Child
Left Behind Act of 2001. Office of Elementary and Secondary Education
Washington, D.C.
United States Department of Education. (2002-2003). Education Week analysis of data
from the Office of Special Education Programs, Data Analysis System.
Ref. Type:
Book
Notes:
Book chapter
Title:
Creating standards-based individualized education programs
Authors:
Grisham-Brown, J. & Kearns, J. F.
Pub. Date:
2001
Source:
Alternate assessment: Measuring outcomes and supports for students with
disabilities
Vol, Issue:
Publisher:
Baltimore, MD: Paul H. Brookes Publishing
Page #:
17-28
Keywords:
alternate assessment, outcomes, disabilities
Abstract:
Participants:
Test Design:
Findings:
This chapter provides an outline of a process for developing
Individualized Education Programs (IEPs) that articulates the relationship
of these individualized programs to the standards set for all students. The
authors argue that the determination of the critical function or outcome of
a particular standard represents a crucial understanding for IEP teams as
they develop an IEP that moves the student within the framework of a
general curriculum. Identifying supports, adaptations, and modifications
increase the chances to learn because the teacher can determine
appropriate opportunities for instruction and the students can respond
appropriately in learning activities.
Ref. Type:
Journal
Notes:
Journal Article
Title:
Where is the phonics? A review of the literacture on the use of phonetic
analysis with students with mental retardation
Authors:
Joseph, L.M., & Seery, M.E.
Pub. Date:
2004
Source:
Remedial and Special Education
Vol, Issue:
25, 2
Publisher:
Page #: 88-94
Keywords:
Phonics, Students with Mental Retardation
Abstract
Participants:
Test Design: This is a review of studies conducted over the past 12 years on the use of
phonetic analysis strategies and/or phonetics instruction with students with
mild or moderate mental retardation. Seven studies were found to consist
of the use of phonetic analysis (making letter-sound correspondence). No
studies were found that examined the use of phonetics instruction. The
purpose of the review was to examine the existing literature in this area
over the past 12 years.
Findings:
All studies found that students with mental retardation can learn and use
phonetic-analysis strategies and/or have the potential to benefit from
phonetics instruction. Further research is necessary to draw substantial
conclusions, particularly regarding the effectiveness of direct/explicit
phonics instruction with children with mental retardation.
Ref. Type:
Journal
Notes:
Journal article
Title:
A validation of the performance indicators and leaner outcomes of
Kentucky’s alternate assessment for students with significant disabilities.
Authors:
Kleinert, H. L., & Kearns, J. F.
Pub. Date:
1999
Source:
The Association for Persons with Severe Handicaps
Vol, Issue:
24, 2
Publisher:
Page #:
100-110
Keywords:
validation, alternate assessment, cognitive disabilities
Abstract:
Participants: A total of 44 national authorities in best practices for students with
moderate and severe cognitive disabilities participated in this study.
Test Design: The purpose of this study was to conduct an expert validation of
Kentucky’s approach to alternate assessment for students with significant
cognitive disabilities. Participants were asked to fill out a survey that
asked questions about performance indicators and academic expectations
for the state of Kentucky. All written comments included with the survey
were typed and categorized into major themes.
Findings:
Results indicated that in terms of the core of best practices embodied in
the performance criteria for Kentucky’s alternate assessment, there was a
high degree of professional congruence. However participants also raised
some concerns about the extent to which more limited learner outcomes
have been identified for students with significant disabilities and whether
the alternate assessment was sufficiently aligned to general curricular
expectations for all students.
Ref. Type:
Journal
Notes:
Journal Article
Title:
“School’s not really a place for reading”: A research synthesis of the
literate lives of students with severe disabilities
Authors:
Kliewer, C., & Biklen, D.
Pub. Date:
2001
Source:
Journal of The Association for Persons with Severe Handicaps
Vol, Issue:
26, 1
Publisher:
Page #: 1-12
Keywords:
severe disabilities, literacy, social relationships, intimacy
Abstract
Participants: The research presented in this article is from 6 in depth case studies as
well as biographies and autobiographies of persons with severe
disabilities. The 6 individuals ranged in age from 4-16 years and were all
professionally defined as severely mentally retarded.
Test Design: Researchers conducted interviews and observations in inclusive and
segregated classrooms, at work sites, in homes, and in the community.
Observations were focused on the students’ interactions, social
relationships, use of printed language, and general literacy. Analysis of
the observations and interviews was ongoing.
Findings:
The research suggests that persons labeled as having severe intellectual
disabilities demonstrate the ability to acquire knowledge of symbols and
literacy when they are in the presence of people who support them, believe
in their abilities, and with whom they share an intimate relationship with.
Based on these findings, the researchers suggest that the ladder to literacy
be reconstructed into a web of relationships, educators work towards a
more local understanding of students with severe disabilities, and that we
shed the use of labels altogether for these individuals.
Ref. Type:
Book
Notes:
Book
Title:
Advances in the sciences of thinking and learning
Authors:
Pellegrino, J., Chudowsky, N., & Glaser, R., (Eds)
Pub. Date:
2001
Source:
Knowing what students know: The Science and Design of Educational
Assessments
Vol, Issue:
Publisher:
Page #:
59-109
Keywords:
validation, alternate assessment, cognitive disabilities
Abstract:
Participants:
Test Design:
Findings:
Over the past few decades, much research has been conducted in order to
gain insight about how people think and learn. Specific areas that have
been examined include: how knowledge is organized in the mind; how
children develop conceptual understanding; how people acquire expertise
in specific areas; how participation in various forms of practice shapes
understanding and what happened in the physical structures of the brain
during the processes of learning, storing, and retrieving information. This
chapter focuses on the findings that are most relevant to assessing school
learning. Four perspectives (Differential, Behaviorist, Cognitive, and
Situative) are discussed in terms of their views on the process of learning.
Specific topics covered in the chapter include: fundamental components of
cognition; the nature of subject-matter expertise; the development of
expertise; integration of models of cognition and learning with instruction
and assessment; and methods of observation and inference. Throughout
the chapter, information is integrated with ways of improving assessment
of school learning.